Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know?
I know very little about game based learning which is the reason I have have chosen to take part in this course.
W = What do you want to learn?
Anything that will help me understand what game based learning is exactly and how I can use it in the classroom to make learning more exciting and engaging for my students.
L = What have you learned? (we'll do this last one later)
I have learned that there are 4 different key components that contribute to making a game fun and that popular games with have at least 3 out of the 4 components.
Reflection
The course so far has reinforced my thoughts on how to teach students effectively in an interactive way. I am looking forward to learning more.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification. Increased accuracy and fluency in reading: Creating 'Solo Quests' where students achieve a number of points for tasks completed, such as - read homereader = 10 points, completed spelling tasks = 15 points. Along with the point system comes a mutually agreed upon reward upon receiving a certain number of points. (E.g. 50 points = 5 mins free play).
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
The design and elements of the chosen game were simple but effective. It would be good to create a more complex game to make it seem like more of a challenge for the students.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
Constraints: present
Narrative: present
Progression: Progress is clear.
Emotion: Well integrated intentions for player emotions, particularly hopefulness (of obtaining a particular type of certificate. e. platinum).
Relationships: Can be individual or with others reading with/to others).
Game mechanics include: challenge, competition, resource acquisition, rewards, clear win states.
Game components: levels
Hard fun: consistent challenges - level up
Serious fun: Relaxation, learning real work
Social/People fun: Interaction to achieve goals and get things done.
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Game Thinking Planning Template
Lesson outcomes
(These are also the constraints in your game dynamics, refer to your syllabus document)
A student: Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies. ENe-4A
Description of your audience (Age, likes and dislikes, motivations etc)
Year 1 Literacy Support Students aged 7yrs and 8yrs: Both like stickers, drawing, lollies, points in games, free play and puzzles.
Time constraints
(How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
40 minutes . 2 lessons per week. 8-10 week terms x 4 terms.
Game Elements
(Game Dynamics, Game Mechanics and Game Components) Dynamics= *Reading PM Benchmarking book/Sight word Challenge.
Challenge is to read 15 PM Benchmarking books in a term plus 5 books from home or the library.
Every book earns points. They can read together, to a teacher or to a parent.
Collect tokens for each book read. Once 3 tokens are collected, present to teacher for a special reward and level up.
Each level has a different lucky dip box with a prize (egs as per their interests above).
Game Mechanics: *Challenge of meeting targets(Number of books to get to the next level *Clear win states
Game Components: *Points/tokens *Levels * gifting
Fun check
(Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun
and Social fun)
Hard Fun: Levels up
Easy Fun: Opportunities for exploration Social fun: Interactions with peers and mentors t
Have you filled in the evaluation? Have you found the bonus level content?
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know?
I know very little about game based learning which is the reason I have have chosen to take part in this course.
W = What do you want to learn?
Anything that will help me understand what game based learning is exactly and how I can use it in the classroom to make learning more exciting and engaging for my students.
L = What have you learned? (we'll do this last one later)
I have learned that there are 4 different key components that contribute to making a game fun and that popular games with have at least 3 out of the 4 components.
Reflection
The course so far has reinforced my thoughts on how to teach students effectively in an interactive way. I am looking forward to learning more.Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.Increased accuracy and fluency in reading: Creating 'Solo Quests' where students achieve a number of points for tasks completed, such as - read homereader = 10 points, completed spelling tasks = 15 points. Along with the point system comes a mutually agreed upon reward upon receiving a certain number of points. (E.g. 50 points = 5 mins free play).
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
The design and elements of the chosen game were simple but effective. It would be good to create a more complex game to make it seem like more of a challenge for the students.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)Constraints: present
Narrative: present
Progression: Progress is clear.
Emotion: Well integrated intentions for player emotions, particularly hopefulness (of obtaining a particular type of certificate. e. platinum).
Relationships: Can be individual or with others reading with/to others).
Game mechanics include: challenge, competition, resource acquisition, rewards, clear win states.
Game components: levels
Hard fun: consistent challenges - level up
Serious fun: Relaxation, learning real work
Social/People fun: Interaction to achieve goals and get things done.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Game Thinking Planning Template
Lesson outcomes
(These are also the constraints in your game dynamics, refer to your syllabus document)
A student: Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies. ENe-4A
Description of your audience (Age, likes and dislikes, motivations etc)
Year 1 Literacy Support Students aged 7yrs and 8yrs: Both like stickers, drawing, lollies, points in games, free play and puzzles.
Time constraints
(How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
40 minutes . 2 lessons per week. 8-10 week terms x 4 terms.
Game Elements
(Game Dynamics, Game Mechanics and Game Components) Dynamics= *Reading PM Benchmarking book/Sight word Challenge.
- Challenge is to read 15 PM Benchmarking books in a term plus 5 books from home or the library.
- Every book earns points. They can read together, to a teacher or to a parent.
- Collect tokens for each book read. Once 3 tokens are collected, present to teacher for a special reward and level up.
- Each level has a different lucky dip box with a prize (egs as per their interests above).
Game Mechanics: *Challenge of meeting targets(Number of books to get to the next level *Clear win statesGame Components: *Points/tokens *Levels * gifting
Fun check
(Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun
and Social fun)
Hard Fun: Levels up
Easy Fun: Opportunities for exploration
Social fun: Interactions with peers and mentors t
Have you filled in the evaluation? Have you found the bonus level content?